PC-125: Introduction to

Educational Research

Research Proposal

Submitted To
Submitted By
Md. Abdus Salam

Md.

Tanvir Mahabub
Associate Professor
17th , Section- III

IER
Education, IER.

BatchSpecial

Institute of Education and

Research
University of Dhaka
Date of Submission: 22 April, 2015

Title: Role of Parents in Education of Children with Hearing Impairment.

1. INTRODUCTION
Family is the primary unit in the life of an individual. Parents are the pillars of this
unit. Parents and family need to fulfill certain responsibilities in order to function.
A family must generate income, protect and maintain its members and home,
nurture and love one another and see to it that children are taught social norms and
educated. When a child is handicapped, these responsibilities become more crucial
There is the expense, the time, the energy needed to care for the disabled member

and his Safety. Besides this there is the difficulty of helping the disabled member
develop a good self- Image and social skills, and the problems of seeing to it that
the disabled member receives an appropriate education. Every ordinary task
becomes more difficult and more stressful. (Scott et al., 1989)
The birth of a child with hearing impairment can impose additional physical,
financial, Emotional demands on the parents than children without disability.
Research indicates that parents with children with disability appear to experience
higher levels of stress and depression than other parents (Beckman, 1983;
Beckman-Bell, 1981; Hadadian, 1994; Hanson and Hanline, 1990; Holroyd and
McArthur, 1976; Kazak and Marvin, 1984; Scott et al., 1989), and that disruptions
to the family life cycle are likely to occur (Hanline, 1991). However, one should
not automatically assume that the family is under debilitating stress when they
have a child with disability. Some families have been able to adapt and cope
successfully and keep stress conditions under manageable control (Gallagher et al.,
1981).
The study's findings indicate that although parental involvement in their deaf
child's school-based education program can positively contribute to academic
performance, parental communication skill is a more significant predictor for
positive language and academic development. Factors associated with parental
involvement, maternal communication, and uses of additional services are explored

and suggestions are offered to enhance parental involvement and communication

skills. e families and communities of their students. (Ladson-Billings, 1992)
It is very necessary to create awareness among the parents and community
regarding the hearing impairment, its nature, causes and treatment so that by
adopting early intervention measures, hearing impairment be treated in a quite
good manner and provide hearing aid, to pay attention on their education not only
school level but also in home based plateau towards their hearing impaired child in
order to make them responsible citizen. Parents are the natural advocate for their
children, and make sure their children get the help they need and parents have a
right to participate on their childs Individualized Education Program (IEP) and
help to decide what services the school must provide to your child. Further more to
accommodate them in society, the main goals of parental involvement are
voluntarily parenting help and support, communication, language development,
learning and education and collaboration with community to their hearing impaired
children. (Summers et al., 1989)
2. Research Objectives
The study will be conducted to illustrate the roles of parental education in the
perspective of Bangladesh to enhance as well as to strengthen the education of
children with hearing impairment (HI).
The specific objectives of the study will be the followings:

1. To identify the socio economic status of parents with hearing impaired

(HI) children.
2. To study the relationship of parental involvement in the education of their
hearing impaired children (HIC).
3. To evaluate the relationship of parental involvement and the students
academic achievement.
4. To determine the challenges that parents are facing for the education of
their HI children.

3. Research Question:
1. What is the socio economic status of parents with HI children in
Bangladesh?
2. What is the correlation between parental involvement and the education
of their HI children?
3. What is the correlation between parental involvement and the students
academic achievement?
4. What are the challenges that parents face for the education of their HIC?

4. Rational of the study:

This specific topic is selected because of existing lack of parents involvement with
HIC. The research will create awareness about parents involvement leaves
everlasting effect on the Childs development. It will reveal a number of confirmed
information about the existing conditions of parent, teacher relationship. Good
interaction b/w parents and teachers can be helpful to HIC development. Teachers
will be involved to solve problems and complexity facing by HIC and would able
to handle HIC problems in better way. Parents can find out where they are lacking
out the supervision of HIC and could be best responsiveness for HIC. Parents can
plan effectively for the betterment of their HIC. To sum up it can be said that the
study would help for the improvement of existing HIC.
5. Methodology
The study will be conducted employing both quantitative and qualitative approach
of research.
5.1 Nature of the study
The study is basically qualitative in nature. There will be a room for quantitative
data to support the qualitative data part. Data and evidence will be gathered
through participatory approach from held using a combination of different data
gathering instruments and strategies. This research will be conducted as an
ethnography study.
5.2 Population

The population of the study will be the teachers, students and parents of the
hearing impairment school of Dhaka City.
5.3 Sampling
The sample will be identified purposively. Here are the sample size sizes are
follows:
2 Schools- (1) HI Care school, Dhanmondi.
(2) Dhaka Bodhir High School, Bijoy Nagar.
10 teachers of those two schools.
Students- (1) All students of grade 5 & 8 in HI Care.
(2) All students of grade 5 & 8 in Bodhir High School.
30 guardians of grade 5 & 8 students (15 each) from those 2 schools.

5.4 Data collection Tools

The study will include diversified detail and in depth data to fulfill the
objectives. In order to maintain the validity of data, a triangulation technique
will be employed for collecting evidence and information. In this study basic
data collection tools will bei.
ii.
iii.
iv.

Classroom Observation
Interview
Achievement test
FGD

Techniques
Classroom Observation

Data Sources
Classroom teaching-

Tools
Observation Checklist

Interview

learning activity
Teacher, Students and

Semi-structured interview

Parents

schedule (will be recorded

under permission)
Achievement test
Students
Test
FGD
Guardian
FGD Guideline
Table 1: Data collection tools regarded to data sources
5.5 Data Analysis Treatment
As the study is conducted in mixed approach qualitative data will be analyzed
thematically and quantitative data will be analyzed statistically using SPSS
version-20.
5.6 Time Frame
Phase
Phase-1
Phase-2

Activity
Literature Review
Preparing

Duration

Phase-3
Final draft

Collection tools
Data Collection
Data input and report

Data

writing
6. Conclusion
The conduction of the study will be followed by this action plan. Parental role has
emerged as the prior demand of education system in recent time. I hope and firmly
believe that this study will strength the education of children with hearing
impairment with knowledge, skill and efficient involvement of parents.

BIBLIOGRAPHY
Alpiner, J.G, Chevrette, W, Glascoe, G, Metz, M and Olsen, B. (1978). The
Denver Scale of Communication Function. In Alpiner, J.G. (ed) Adult
Rehabilitative Audiology. 36, 53-56. Baltimore: Williams and Wilkins.
Berger,E.H.(2002). Parents as Parents in Education. Columbus:A Bell and Howel
Information Company.
Cooper.C.(2000). Glover.K.E (2000). A History and Evaluation of Parent
Education. Nashville Tennessee: Bill Wilkerson Center Press.
Higgins, P.C. (1987). The Deaf Community. In Higgins P.C, Nash J.E. (Eds)
Understanding Deafness Socially. Springfield IL: Thomas.
Madell, J.R. (1990). Auditory Evaluation. In Ross, M. (ed) Hearing Impaired
Children in the Mainstream. Parkton, Maryland: York Press.
Role of parents involvement retrieved on July 11, 2010 http://www.kidsource.com/
content20/parents-of-children.html#special
Special Education retrieved on July 21, 2010 from http://www.brighthub.com/
education/special.aspx.
Schow, R.L. and Nerbonne, M.A. (1980). Hearing Handicap and Denver Scales:
Applications, Categories, Interpretation. J. Acad. Rehab. Audiol. 13: 66-77.
Woodward, J. (2003). Sign languages and deaf identities in Thailand and Viet
Nam. In Many ways to be deaf, ed. L. Monaghan, C. Schmaling, et al.
Washington, DC: Gallaudet University Press.